*I changed my plan after doing the Wordle assignment.
Name of Designer: Ashley Rives School/District: Wall School District 50-1
A. Subject Area/Topic: English / To Kill a Mockingbird Grade Level: 9 B. Targeted Standard:
9.R.2.2 Students can read fluently to comprehend grade-level text. 9.R.3.1 Students can analyze an author’s use of literary elements in fiction. 9.R.4.1 Students can analyze text to determine the influence of time period, culture, geography, and author’s background. 9.LVS.1.3 Students can clarify and defend positions with precise and relevant evidence within an informal setting. 9.LVS.1.4 Students can support a presentation with audio/visual aid and technology considering audience and purpose. 9.W.1.1 Students can write a thesis statement for an expository or persuasive document.
C. Unpack the Standard:
Knowledge— What do students need to know?
Skills— What do students need to be able to do?
How to identify point of view, theme, setting, plot, symbolism, characters
Re-write a particular scene showing a different point of view
How to access a blog
Create an original post on a blog
How to respond to a classmate’s point of view, even if they disagree
Evaluate a classmate’s response and provide effective commentary
How to create an Animoto video
Locate relevant quotes within a text to use as evidence
Historical background information
Apply background information in order to understand the theme of a novel
Criteria for a film review
Write a document that evaluates a film and provides sufficient evidence to validate an opinion
D. Academic Vocabulary: List the key terms students will need to know in order to understand the content.
theme
characterization
point of view
symbolism
plot
setting
characters
analysis
E. Assessments Formative: Chapter discussion questions, reflection posts, point of view post, news article post, and study guide packet. Summative: Accelerated Reader Reading Quiz over To Kill a Mockingbird, final research log and research presentation for WebQuest, and written film review of To Kill a Mockingbird movie.
F. Student Learning Activity 1. What will students be asked to do? Students will be asked to read Harper Lee’s To Kill a Mockingbird in the following sections: 1. Chapters 1-6 2. Chapters 7-8 3. Chapters 9-11 4. Chapters 12-21 5. Chapters 22-24 6. Chapters 25-31
How might this be framed as an inquiry based situation? At various points in the unit students are allowed to make their own questions and connections in relation to the novel.
In what ways could this be connected to an authentic learning experience? Each person reads a novel and learns something different or at least connects in a different way. I’ve set this unit up to include various ways of “reading” the novel so each student learns something that connects to his/her own life.
4. Which type of resource is this? (Student) (Offline) 1. Where will I use this activity in the instructional cycle? o Central Focus of Lesson Plan
5. Which 21st century skills will be addressed? 1. Critical Thinking and Problem Solving · Use multiple processes and diverse perspectives to explore alternative solutions. 2. Notes: The act of reading the book does not relate to technology.
G. How will I configure my classroom for the learning activity?
Computers not needed - printable resource
How will I manage implementation? Classroom Management
Other – Distribute copies of Harper Lee’s To Kill a Mockingbird
What additional considerations will support successful implementation?
F. Student Learning Activity 6. What will students be asked to do? Students will be asked to blog about specific things in relation to To Kill a Mockingbird. 1. On the day a set of chapters is due, students will be assigned a set of discussion questions to answer in small groups and post the answer to the class blog. This will serve as an additional study guide, essentially a summary, of the story for students to refer back to as they prepare for the test, work on their study guides, and create their Animoto videos. The discussion questions can be found at this link: //TKAM// Discussion Questions. 2. After reading chapters 1-8, working in groups, students will be asked to write their own questions. The questions will fit the following guidelines: 1. Question one should be a question that the answer can be found in the text (a textual question). 2. Question two should relate to the author's use of a literary device (plot, personification, symbolism, theme, characterization, irony, etc.) 3. Question three should be a question that asks the reader to make a connection to his or her life (in other words, how do you react/feel/think about this passage and how does it relate to you). 2. Each student is then required to individually answer questions posed by other classmates. 3. To Kill a Mockingbird is divided into two parts. After reading part 1, students will be asked to post a reflection to the blog and then read a classmate’s reflection and leave a comment that expresses agreement or disagreement with the classmate’s reaction to the first part of the book. 4. When the students are finished reading about the Tom Robinson trial, they are to write a news story and post it to the blog. This assignment can be found on page 17 of the students’ Study Guide. 1. The assignment reads: Write an objective news report of Tom Robinson’s trial. Keep the five Ws in mind: who, what, where, when, and why. Describe the trial thoroughly, accurately, and objectively. At the same time, use descriptive details to try to make your readers feel they are part of the scene. 5. While reading the last set of chapters (or at the conclusion of the book), have students create a different point of view for the story. 1. As a blog post, assign students to pick a particular scene (an incident that happens in the story) and re-tell the scene through a different point of view (not Scout's). 2. Students then need to read a classmate’s point of view and leave a comment on the post discussing how the different point of view changes the story.
How might this be framed as an inquiry based situation? Students are asked to write their own questions, respond to classmates’ reflections, and change the point of view of the story, evaluating how it changes the meaning of the work as a whole.
In what ways could this be connected to an authentic learning experience? With the exception of the discussion questions, the activities in this section seldom have a “correct” answer but rather ask students to comprehend, analyze, and evaluate a text while sometimes creating something new based on their reading.
9. Which type of resource is this? (Student) (Online) 3. Where will I use this activity in the instructional cycle? o Central Focus of Lesson Plan – students use the blog to increase reading comprehension o Research Tool for Students – students can use the information posted on the blog as a reference for information o Assessment Tool – the discussion questions are a formative assessment tool to check for understanding; the news story assignment is a formative assessment to determine student understanding of objectivity and comprehension; the point of view exercise is a formative assessment of the students’ ability to create a different point of view o Enrichment Tool – the tasks in the blog allow the teacher to monitor and scaffold the learning for students of all levels
10. Which 21st century skills will be addressed? 1. Critical Thinking and Problem Solving · Identify and define authentic problems and significant questions for investigation. · Plan and manage activities to develop a solution or complete a project. · Collect and analyze data to identify solutions and/or make informed decisions. · Use multiple processes and diverse perspectives to explore alternative solutions. 4. Research and Information Fluency · Process data and report results.
G. How will I configure my classroom for the learning activity?
Whole group instruction, using a projector and / or interactive white board – for demonstration purposes
One to one, with individual student laptops
How will I manage implementation? Classroom Management
General computer rules/procedures – all computer policies will be enforced. Students will be added as authors of the blog, giving them the ability to create their own posts; however, in order to remain anonymous and safe on the Internet, students will create a “super-secret, cool nickname/screen name” for posting purposes. Students will have to be shown how to make a Google account and accept the invitation to join the blog.
Specific directions for activity – an assignment page has been created on the blog with directions and due dates listed.
What additional considerations will support successful implementation?
Other: Access to school email accounts, students being sure to bring laptops and power cords to class on a daily basis, and a Google account to sign in to the blog.
F. Student Learning Activity 11.What will students be asked to do? Students will be asked to work in groups of three to complete a WebQuest on Jim Crow Laws while reading To Kill a Mockingbird (Guided Inquiry Activity). Students will post their research log on the blog and will edit the post as they progress through the process.
How might this be framed as an inquiry based situation? WebQuests are considered inquiry based assignments. Students have to make choices about what they are most interested in to complete the tasks.
In what ways could this be connected to an authentic learning experience? While the information in the WebQuest is not directly about To Kill a Mockingbird it provides important contextual information. What is nice, however, is that it also allows students to learn something new about a particular time period in our nation’s history and they are asked to make connections to their own lives.
14. Which type of resource is this? (Student) (Online) 5. Where will I use this activity in the instructional cycle? o Opening Motivational Activity – although I use this WebQuest while reading the book so that students can see the significance in relation to the novel, it could be used as an opening activity to prepare students for reading the novel. o Central Focus of Lesson Plan o Research Tool for Students – students complete specific tasks to research Jim Crow laws and how they relate to the novel. o Enrichment Tool – this is a good cross-curricular activity that provides historical information to students while reading a fictional novel.
15. Which 21st century skills will be addressed? 1. Critical Thinking and Problem Solving · Identify and define authentic problems and significant questions for investigation. · Plan and manage activities to develop a solution or complete a project. · Collect and analyze data to identify solutions and/or make informed decisions.
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*I changed my plan after doing the Wordle assignment.
Name of Designer: Ashley Rives
School/District: Wall School District 50-1
A. Subject Area/Topic: English / To Kill a Mockingbird Grade Level: 9 B. Targeted Standard:
9.R.2.2 Students can read fluently to comprehend grade-level text.
9.R.3.1 Students can analyze an author’s use of literary elements in fiction.
9.R.4.1 Students can analyze text to determine the influence of time period, culture, geography, and author’s background.
9.LVS.1.3 Students can clarify and defend positions with precise and relevant evidence within an informal setting.
9.LVS.1.4 Students can support a presentation with audio/visual aid and technology considering audience and purpose.
9.W.1.1 Students can write a thesis statement for an expository or persuasive document.
C. Unpack the Standard:
What do students need to know?
What do students need to be able to do?
E. Assessments Formative: Chapter discussion questions, reflection posts, point of view post, news article post, and study guide packet. Summative: Accelerated Reader Reading Quiz over To Kill a Mockingbird, final research log and research presentation for WebQuest, and written film review of To Kill a Mockingbird movie.
F. Student Learning Activity
1. What will students be asked to do? Students will be asked to read Harper Lee’s To Kill a Mockingbird in the following sections:
1. Chapters 1-6
2. Chapters 7-8
3. Chapters 9-11
4. Chapters 12-21
5. Chapters 22-24
6. Chapters 25-31
- How might this be framed as an inquiry based situation? At various points in the unit students are allowed to make their own questions and connections in relation to the novel.
- In what ways could this be connected to an authentic learning experience? Each person reads a novel and learns something different or at least connects in a different way. I’ve set this unit up to include various ways of “reading” the novel so each student learns something that connects to his/her own life.
4. Which type of resource is this? (Student) (Offline)1. Where will I use this activity in the instructional cycle?
o Central Focus of Lesson Plan
5. Which 21st century skills will be addressed?
1. Critical Thinking and Problem Solving
· Use multiple processes and diverse perspectives to explore alternative solutions.
2. Notes: The act of reading the book does not relate to technology.
G. How will I configure my classroom for the learning activity?
How will I manage implementation?
Classroom Management
What additional considerations will support successful implementation?
F. Student Learning Activity
6. What will students be asked to do? Students will be asked to blog about specific things in relation to To Kill a Mockingbird.
1. On the day a set of chapters is due, students will be assigned a set of discussion questions to answer in small groups and post the answer to the class blog. This will serve as an additional study guide, essentially a summary, of the story for students to refer back to as they prepare for the test, work on their study guides, and create their Animoto videos. The discussion questions can be found at this link: //TKAM// Discussion Questions.
2. After reading chapters 1-8, working in groups, students will be asked to write their own questions. The questions will fit the following guidelines:
1. Question one should be a question that the answer can be found in the text (a textual question).
2. Question two should relate to the author's use of a literary device (plot, personification, symbolism, theme, characterization, irony, etc.)
3. Question three should be a question that asks the reader to make a connection to his or her life (in other words, how do you react/feel/think about this passage and how does it relate to you).
2. Each student is then required to individually answer questions posed by other classmates.
3. To Kill a Mockingbird is divided into two parts. After reading part 1, students will be asked to post a reflection to the blog and then read a classmate’s reflection and leave a comment that expresses agreement or disagreement with the classmate’s reaction to the first part of the book.
4. When the students are finished reading about the Tom Robinson trial, they are to write a news story and post it to the blog. This assignment can be found on page 17 of the students’ Study Guide.
1. The assignment reads: Write an objective news report of Tom Robinson’s trial. Keep the five Ws in mind: who, what, where, when, and why. Describe the trial thoroughly, accurately, and objectively. At the same time, use descriptive details to try to make your readers feel they are part of the scene.
5. While reading the last set of chapters (or at the conclusion of the book), have students create a different point of view for the story.
1. As a blog post, assign students to pick a particular scene (an incident that happens in the story) and re-tell the scene through a different point of view (not Scout's).
2. Students then need to read a classmate’s point of view and leave a comment on the post discussing how the different point of view changes the story.
- How might this be framed as an inquiry based situation? Students are asked to write their own questions, respond to classmates’ reflections, and change the point of view of the story, evaluating how it changes the meaning of the work as a whole.
- In what ways could this be connected to an authentic learning experience? With the exception of the discussion questions, the activities in this section seldom have a “correct” answer but rather ask students to comprehend, analyze, and evaluate a text while sometimes creating something new based on their reading.
9. Which type of resource is this? (Student) (Online)3. Where will I use this activity in the instructional cycle?
o Central Focus of Lesson Plan – students use the blog to increase reading comprehension
o Research Tool for Students – students can use the information posted on the blog as a reference for information
o Assessment Tool – the discussion questions are a formative assessment tool to check for understanding; the news story assignment is a formative assessment to determine student understanding of objectivity and comprehension; the point of view exercise is a formative assessment of the students’ ability to create a different point of view
o Enrichment Tool – the tasks in the blog allow the teacher to monitor and scaffold the learning for students of all levels
10. Which 21st century skills will be addressed?
1. Critical Thinking and Problem Solving
· Identify and define authentic problems and significant questions for investigation.
· Plan and manage activities to develop a solution or complete a project.
· Collect and analyze data to identify solutions and/or make informed decisions.
· Use multiple processes and diverse perspectives to explore alternative solutions.
4. Research and Information Fluency
· Process data and report results.
G. How will I configure my classroom for the learning activity?
How will I manage implementation?
Classroom Management
What additional considerations will support successful implementation?
F. Student Learning Activity
11.What will students be asked to do? Students will be asked to work in groups of three to complete a WebQuest on Jim Crow Laws while reading To Kill a Mockingbird (Guided Inquiry Activity). Students will post their research log on the blog and will edit the post as they progress through the process.
- How might this be framed as an inquiry based situation? WebQuests are considered inquiry based assignments. Students have to make choices about what they are most interested in to complete the tasks.
- In what ways could this be connected to an authentic learning experience? While the information in the WebQuest is not directly about To Kill a Mockingbird it provides important contextual information. What is nice, however, is that it also allows students to learn something new about a particular time period in our nation’s history and they are asked to make connections to their own lives.
14. Which type of resource is this? (Student) (Online)5. Where will I use this activity in the instructional cycle?
o Opening Motivational Activity – although I use this WebQuest while reading the book so that students can see the significance in relation to the novel, it could be used as an opening activity to prepare students for reading the novel.
o Central Focus of Lesson Plan
o Research Tool for Students – students complete specific tasks to research Jim Crow laws and how they relate to the novel.
o Enrichment Tool – this is a good cross-curricular activity that provides historical information to students while reading a fictional novel.
15. Which 21st century skills will be addressed?
1. Critical Thinking and Problem Solving
· Identify and define authentic problems and significant questions for investigation.
· Plan and manage activities to develop a solution or complete a project.
· Collect and analyze data to identify solutions and/or make informed decisions.
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